Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....
K = What do you know?
I am aware that GBL is currently used by a number of classroom teaches at TKS but it is not something I have actively used as yet. It involves bringing a game centred approach to teaching that will engage students.
W = What do you want to learn?
I want to know how to use GBL in a practical way in a PE setting. I want to see examples of how GBL can be used in a variety of settings. I want to learn how student learning and engagement can be maximised by using gamification.
L = What have you learned? (we'll do this last one later)
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate.
After completing level 1 it made me feel more comfortable as it made me realise that I am already incorporating some elements of GBL and gamification into my pedagogy at the moment. I thought about a unit I did recently incorporating a World Cup leaderboard into Football skills and games in PE. I also thought that the focus in terms of ensuring "Fun" was valuable as it made us realise why we do what we do and also helped us identify the importance of "Fun" in teaching.
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.
In our striking unit in PDHPE we will be focusing on outcomes such as ball contact as well as catching. They would benefit by creating a point scoring system for achieving at different levels. Possibly even a reward system like gold, silver, bronze for reaching different levels. By using the principles of differentiation I could ensure all learners feel a sense of achievement by having a beginner, intermediate and advance path through the different levels.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
After observing the class and on reflection the GBL lesson that I did needed to have clearer constraints especially when introducing the scoring system. As it was not specific and clear enough some students found loopholes to enhance their score without achieving the desired learning outcome. The self-managment aspect of the lesson would have worked better if I took longer to clearly explain the different paths.
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)
The PRC was of particular interest to me as my 5 year old son has just started on the journey. I was interested that the rewards (which are intangible and have no worth) seem to be so highly valued by young kids. This is something I could use in my PE classes.
I also recognised that the Game Dynamics of "Constraints" and "Progression" were critical and that the Game Mechanics of "Challenge", "Feedback" and "Rewards" were used.
This was a great example for us to investigate.
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.
(feel free to scan or photograph and upload your rubic to this page.)
My first reflection was that this would be so much FUN for students. This creates the initial engagement. Focusing on the initial stages of a Zombie outbreak allowed students to also develop important skills. The Game Dynamics of 1) Constraints, 2) Progression, 3) Narrative and 4) Emotion were essential elements to ensure that students were engaged and also developed the necessary skills that would be important in subjects such as Geography.
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.
The plan that I have included below is part of my year 3 unit that is focusing on athletics and cross country.
Over the course of 4 weeks these boys will prepare for the upcoming carnivals. Rather than rewarding outstanding performance I want to reward outstanding improvement.
As such I will do some formative testing in lesson 1 but then I intend to introduce the fun element by using the results to then in lesson 2 run the same testing but with each boy challenged based on their performance in lesson 1. As such as an example, in the 800 metre race the starting times will vary by up to 2 minutes. The boy who "wins" the race would therefore be the boy who has improved the most. This will be great fun for all boys and give the lesser athletes in the class a good chance of "winning". The same principle will be used for all the events. Rewards will be given for the most improved and boys will provide feedback to each other in terms of how challenged they were in the lesson.
A great example of how I did this once in 100 metre training last year came where we had 5 "handicapped" races based on formative testing results. in each of the 5 heats the winner of each heat progressed to the final. The 2nd placed runner progressed to division 1 and so on. After the heats the Grand Final which was held between the 5 boys who had improved the most in 8 weeks was an outstanding event. All boys cheered for the winner and the boy who won had probably never before experienced "winning" an event in front of his peers.
Reflecting on this made me realise that I have used gamification before without knowing it.
In the unit above I hope to extrapolate on the example to use GBL in a whole unit of work.
The Game Mechanics of "Progression", "Constraints" and "Emotion" should be easily seen. The Game Mechanics of "Rewards" and "Challenge" (especially for the better athletes who normally find it easy) will be important in ensuring learning outcomes.
Most importantly boys who normally would shy away from a cross country lesson etc will have so much fun and be engaged to try harder and improve their physical fitness!
Have you filled in the evaluation? Have you found the bonus level content?
Badges & Rewards
Level 1
KWL (Levels 1 and 3)
Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....K = What do you know?
I am aware that GBL is currently used by a number of classroom teaches at TKS but it is not something I have actively used as yet. It involves bringing a game centred approach to teaching that will engage students.
W = What do you want to learn?
I want to know how to use GBL in a practical way in a PE setting. I want to see examples of how GBL can be used in a variety of settings. I want to learn how student learning and engagement can be maximised by using gamification.
L = What have you learned? (we'll do this last one later)
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate.After completing level 1 it made me feel more comfortable as it made me realise that I am already incorporating some elements of GBL and gamification into my pedagogy at the moment. I thought about a unit I did recently incorporating a World Cup leaderboard into Football skills and games in PE. I also thought that the focus in terms of ensuring "Fun" was valuable as it made us realise why we do what we do and also helped us identify the importance of "Fun" in teaching.
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.In our striking unit in PDHPE we will be focusing on outcomes such as ball contact as well as catching. They would benefit by creating a point scoring system for achieving at different levels. Possibly even a reward system like gold, silver, bronze for reaching different levels. By using the principles of differentiation I could ensure all learners feel a sense of achievement by having a beginner, intermediate and advance path through the different levels.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
After observing the class and on reflection the GBL lesson that I did needed to have clearer constraints especially when introducing the scoring system. As it was not specific and clear enough some students found loopholes to enhance their score without achieving the desired learning outcome. The self-managment aspect of the lesson would have worked better if I took longer to clearly explain the different paths.
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)The PRC was of particular interest to me as my 5 year old son has just started on the journey. I was interested that the rewards (which are intangible and have no worth) seem to be so highly valued by young kids. This is something I could use in my PE classes.
I also recognised that the Game Dynamics of "Constraints" and "Progression" were critical and that the Game Mechanics of "Challenge", "Feedback" and "Rewards" were used.
This was a great example for us to investigate.
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.(feel free to scan or photograph and upload your rubic to this page.)
My first reflection was that this would be so much FUN for students. This creates the initial engagement. Focusing on the initial stages of a Zombie outbreak allowed students to also develop important skills. The Game Dynamics of 1) Constraints, 2) Progression, 3) Narrative and 4) Emotion were essential elements to ensure that students were engaged and also developed the necessary skills that would be important in subjects such as Geography.
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.The plan that I have included below is part of my year 3 unit that is focusing on athletics and cross country.
Over the course of 4 weeks these boys will prepare for the upcoming carnivals. Rather than rewarding outstanding performance I want to reward outstanding improvement.
As such I will do some formative testing in lesson 1 but then I intend to introduce the fun element by using the results to then in lesson 2 run the same testing but with each boy challenged based on their performance in lesson 1. As such as an example, in the 800 metre race the starting times will vary by up to 2 minutes. The boy who "wins" the race would therefore be the boy who has improved the most. This will be great fun for all boys and give the lesser athletes in the class a good chance of "winning". The same principle will be used for all the events. Rewards will be given for the most improved and boys will provide feedback to each other in terms of how challenged they were in the lesson.
A great example of how I did this once in 100 metre training last year came where we had 5 "handicapped" races based on formative testing results. in each of the 5 heats the winner of each heat progressed to the final. The 2nd placed runner progressed to division 1 and so on. After the heats the Grand Final which was held between the 5 boys who had improved the most in 8 weeks was an outstanding event. All boys cheered for the winner and the boy who won had probably never before experienced "winning" an event in front of his peers.
Reflecting on this made me realise that I have used gamification before without knowing it.
In the unit above I hope to extrapolate on the example to use GBL in a whole unit of work.
The Game Mechanics of "Progression", "Constraints" and "Emotion" should be easily seen. The Game Mechanics of "Rewards" and "Challenge" (especially for the better athletes who normally find it easy) will be important in ensuring learning outcomes.
Most importantly boys who normally would shy away from a cross country lesson etc will have so much fun and be engaged to try harder and improve their physical fitness!
Have you filled in the evaluation? Have you found the bonus level content?